Being Gifted in Ontario Persuasive Essay by Quality Writers

Being Gifted in Ontario
An examination of gifted students in Ontario.
# 104887 | 932 words | 5 sources | MLA | 2008 | US
Published on Jun 25, 2008 in Psychology (Child and Adolescent) , Education (General)

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This paper examines all aspects of being a gifted learner in Ontario Canada. The paper explains that depending on how one interprets the purposes of education, what is discussed as giftedness in Ontario education may need revision. The paper also points out that matters of identifying the gifted child should center on the child genuinely hampered by general classes, and when giftedness is identified consideration should be made as to whether the child wants to be streamed towards a gifted program or not. The paper concludes that the numbers of children identified as gifted do prefer to remain in the mainstream and have no objection to their experiences of being different or more advanced. The students enjoy positive relations with peers, and attend to other aspects of their development beyond the scholastic achievement that tends to preoccupy adults.

Concluding Discussion

From the Paper:

"Such 'gifted' tendencies as showing impatience, diverse interests, faster learning than other students or having a 'zany sense of humour' may not always indicate the outstanding potential that Weber & Bennett assert. (2004) Listed traits nearly all refer to the extroverted child, so that an alert reader questions how many perhaps strongly gifted children are missed who manifest a withdrawn and serious manner, shyness, a failure to speak out in class, some difficulty in learning class materials but other abilities at high level. Perhaps every reader can think of a person considered average or even challenged, later given IQ testing and found to be in the 99th percentile. Weber & Bennett's stereotype of giftedness, moreover, does not fit well with children from cultures valuing fine manners, a solemn attitude towards education, and a lack of North American outspokenness that may be mistaken for intelligence or aptitude for school."

Sample of Sources Used:

  • Gardner, Howard. Intelligence Reframed. New York: Basic Books, 2000. The Disciplined Mind - beyond Facts and Standardized Tests - the K-12 Education that Every Child Deserves. New York: Penguin Putnam, 2000b.Good Work - When Excellence and Ethics Meet. New York: Basic Books, 2001.
  • Kaplan, S.N. "The Grid - a Model to Construct Differentiated Curriculum for the Gifted" in R.S. Renzulli. Ed. Systems and Models for Developing Programs for the Gifted and Talented. Mansfield Center, CT: Creating Learning Press, 1986.
  • Silverman, Linda. "Gifted and Talented" in E.L. Meyen and T. M. Skrtic. Eds. Exceptional Children and Youth - an Introduction. 4th edition. Denver: Love, 2001. (Appears elsewhere as "Gifted Education - an Endangered Species.")
  • Weber, Ken and Sheila Bennett. Special Education in Ontario. 5th edition. Highland, 2004.
  • Winebrunner, Susan. "Gifted Students Need an Education, Too." Educational Leadership. 50. (2000): 52-57.

Cite this Persuasive Essay:

APA Format

Being Gifted in Ontario (2008, June 25) Retrieved September 28, 2023, from

MLA Format

"Being Gifted in Ontario" 25 June 2008. Web. 28 September. 2023. <>